APERA 06 Presentation Web

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From blogging to

self-regulatedlearning inmusic

Eddy Chong (Dr)Nanyang Technological University Institute of Education

Asia-Pacific Educational Research Association International ConferenceHong Kong Institute of Education28-30 Nov 2006



Two educational ideals

1. Motivate students to become self-regulated learners

2. Induct students into the discipline: modeof thinking in music



Pilot Study No. 1

Student-owned blogging strategy

Sample size: 6

4 out of a choice of 6 blogging tasks

Learning objective: higher-order thinkingin music

Post-study survey



Pilot Study No. 2

Group-owned blogging strategy

Sample size: 2 groups of 3

Blogging task: group project on pop songsor musicals

Learning objectives: higher-order thinking +more integrative & collaborative learning

Post-study survey



Two pedagogical maxims

1. Allow students to take ownership

2. Teacher needs to be involved throughout



Self-determination Theory(Deci & Ryan, 1985)

Two kinds of motivation:

1.

Intrinsic motivation

2. Extrinsic motivation

i. External regulation

ii. Introjected regulationiii. Identified regulation

iv. Integrated regulation



Condition for intrinsically-motivatedbehaviours

Satisfaction of innate psychological needs:

The need for autonomy: self-determination

The need for (perceived) competence

Supported by

Informational environment: satisfy theneed for a sense of relatedness



Methodology

Data in the form of

Students blog discourse

Post-study survey

One student independent essay



Methodology

Harters (1981) motivation scalei. Motivated by curiosity vs motivated by desire to

please teacher

ii. Motivated by desire for personal satisfaction vsmotivated by grades

iii. Preference for challenging schoolwork vspreference for easy assignments

iv. Independent vs dependent learning

v. Having internal criteria for success/failure vsdepending on external ones



Edu-blogging in SDT terms

Extrinsic and amotivating factors Deadlines and grades

Public exposure

Peer evaluation Students heavy workload

IT-related problems

Doomed for failure?



Mitigating factors

Element of choice

Informational supports

Effectance-promoting feedback Expectation to teach



Extent of intrinsically-motivatedbehaviourCircumstantial evidence:

Motivated by curiosity vs motivated by desire toplease teacher

Motivated by desire for personal satisfaction vsmotivated by grades

Preference for challenging schoolwork vs

preference for easy assignments Independent vs dependent learning

? Having internal criteria for success/failure vsdepending on external ones



Extent of learning-to-be

I Evidence of disciplinary thinking in music(incl. higher-order thinking)

I Permanent assimilation?



In essence,

be mindful of the effects of intrinsic andextrinsic motivating factors as well as of thelearning environment to meet innate

psychological needs

craft blog-based assignments that foster

learning-to-be



Thank you

Contact: [email protected]

APERA 06 Presentation Web

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